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Common Characteris'cs and Treatment for Cluzering

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Common Characteris'cs and Treatment for Cluzering Common Characteris.cs and Treatment for Clu4ering Introduc)on Rachael Chris.ana Myers Treatment of CluGering Cluttering is most commonly known as a fluency disorder that is Treatment of cluttering can be very challenging as the disorder is multifaceted and heterogeneous and multifaceted. It is characterized by many different Plasburgh State University of New York, Department of Communicaon Disorders and Science varies depending on the client. According to Myers (as cited in Ward & Scaler Scott, symptoms that vary across clients. Alm stated (as cited in Ward & 2011), treatment of cluttering should consist of a cognitive-behavioral approach that can Scaler Scott, 2011) that “no single aspect is sufficient to determine the Common Characteriscs be viewed as a systems approach. The idea is that therapy addressing one dimension diagnosis: it is the clustering of certain traits that constitute this As noted earlier, Cluttering is a multifaceted disorder, there are many symptoms and characteristics that range greatly from will benefit other dimensions. It is also mentioned by Myers (as cited in Ward & Scaler syndrome”. Cluttering is an intriguing disorder yet there is little client to client. Characteristics noted by Myers, Bakker, St. Louis, and Raphael (2011), listed in Table 1, include excessive Scott 2011) that a major therapy principle for cluttering should be focused around rate evidence other than clinical experience, a few studies, and a couple disfluency, which is the most widely attributed characteristic of Cluttering, due to collapsing or deletion of syllables and/or control and awareness of the breakdowns. Myers uses the metaphor of an A-frame books that can provide concrete information about the disorder. Many sounds, abnormal pauses, syllable stress or speech rhythm, interjections, revisions, repetitions, and majorly, a lack in home, similar to figure 1, to represent principles that should be included in therapy. authors from late and early works have varied opinions about what awareness of the disfluencies or misinterpretation of the listeners encoding. In the 2011 study completed by Myers, Lanouette (as cited in Ward & Scaler Scott 2011) proposed that therapy should address cluttering is exactly and what defines it. It was first defined by Weiss Bakker, St. Louis, and Raphael, that aimed to analyze disfluencies as they occur in singletons and clusters, it was found specific domains including cognition, language, pragmatics, speech, and motor. (1964) as a “verbal manifestation of a basic underlying central language that almost all disfluency types such as those mentioned above occurred at about the same frequency for people who However, Lanouette believes that the client should first be able to understand the imbalance, involving cerebral integration at the highest level of clutter (PWC) and typically speaking people or people who do not clutter (PWNC). They found that the highest number of “language of fluency” and their own cluttering “profile”. This is mentioned by other function” (Myers., 1996). However, there is a widely cited “working disfluencies in clusters for PWC were interjections, revisions and word repetitions, in that order. However, both groups authors including Daly and Burnett (1996), Myers, as well as Scaler Scott and St. Louis definition” of cluttering created by St. Louis, Myers, Bakker, and showed about the same mean occurrence of disfluencies in singletons following the same order as above. It was found that (as cited in Ward & Scaler Scott 2011).The understanding and awareness of the disorder Raphael (2007). for both PWC and PWNC the most common disfluency cluster consisted of interjections and revisions. Thus, Myers and is important for maintenance and others findings show that the speech and disfluencies of PWC and PWNC are very similar. In another study performed by carry-over outside of therapy. Central language Motor disorder? Myers (1996), it was found that the majority of the PWC presented fast articulatory rate, normal or non-stuttering like imbalance? disfluencies such as interjections, revisions, word and phrase repetitions, and articulation accuracy errors. Intervenon Strategies Both? Many authors mentioned therapy techniques, most of which tend to overlap. Authors such Coexisng Disorders Dejonckere Van Zaalen, and Wijen (as cited in Working Defini)on It is very common for Cluttering to co-occur with other disorders. According to Ward & Scaler Scott (2011), disorders Ward & Scaler Scott), and others discuss the “Cluttering is a fluency disorder characterized by a rate that is perceived that are typically coexistent with cluttering include stuttering, down syndrome, learning disabilities, and autism spectrum use of a speeding or MPH paradigm to practice M L to be abnormally rapid, irregular, or both for the speaker (although disorders. As noted by Howell and Davis (as cited in Ward & Scaler Scott, 2011), Stuttering and cluttering often co-occur. rate control. Some authors also mention the use Rate control = Center Beam measured syllable rates may not exceed normal limits). These rate However, it is unclear what their relationship to one another is. There are two major theories about the relationship of of pausing, delayed auditory feedback, and abnormalities further are manifest in one or more of the following cluttering and stuttering, first being that cluttering and stuttering are related disorders and second being that cluttering may recording of the clients voice. Some of these symptoms: (a) an excessive number of disfluencies, the majority of lead to stuttering. However, there is little evidence to prove or disprove either theory. Borsel (as cited in Ward & Scaler strategies are listed below in figure 2, along Moderaon = foundaon Figure 1. Components of Myers Cogni.ve-Behavioral which are not typical of people who stutter, (b)the frequent placement of Scott, 2011) noted that Down syndrome is one of the most frequently coexisting disorders with Cluttering. In a study with other strategies that follow Lanouette’s Approach pauses and use of prosodic patterns that do not conform to syntactic and completed by Van Borsel and Vandermeulen (2008), it was found that out of 76 participants with Down syndrome, 78.9% domain’s of cluttering therapy. M= Motoric elements L= Linguis.c elements semantic constraints, (c) inappropriate (usually excessive) degrees of of them were also classified as a PWC. As stated by Scaler Scott (as cited in Ward & Scaler Scott, 2011), recent studies coarticulation among sounds, especially in multisyllabic words”(St. have found cluttering to be a common speech characteristic of people with an Autism Spectrum disorder (ASD). Scaler Figure 2. Domains of Clu4ering therapy with examples Louis et al., 2007, pp. 299-300). Scott also stated that it can be speculated that ASD equals cluttered speech but not the opposite. All of these coexisting Cognion Language Pragmacs Speech Motor disorders should be considered when planning treatment. (Rate) Table 1 Descrip.ons and examples of typical disfluencies common in people who clu4er. Collapsing or Abnormal Pause Syllable stress or speech Interjec)ons Revisions Repe))ons Self-monitoring Word Retrieval Verbal Domain Speed Motor Programming Disfluency •Self-evaluate •Rapid naming prac.ce •Turn taking •Easy onsets •Tongue twisters telescoping of rhythm •Watch recorded video •Classificaon •Topic Maintenance •Delayed Auditory •Oral motor drills syllables or sounds • View wri4en language •Describing similari.es •Compliments Feedback (DAF) •Mul.syllabic words sample and differences •Negave prac.ce •Syllables or sounds of •Pausing may occur in the •The client may not apply •Use of filler words such as um, •The phrase is already started •Word or phrase repe..ons Descripon words may be deleted middle of a sentence rather speaking rates correctly for uh, and like. and then changed before may occur. Silence Lang. Organizaon Non- Verbal Domain Tempo Accuracy changing the sound. than at grammacal markers. ques.ons and statements. compleon. •Gain understanding of •Mental Mapping •Communicaon •Phrasing •Chewing method the purpose •Narrave effecveness •Poetry •Tradi.onal Ar.c Tx Most commonly on •Use as a reflec.ve .me development •Reading body language •Pausing •Final Consonant mul.syllabic words. Deleon •Bu4erfly may sound like • I really like..(pause)..those •You liked dinner last night(?) •“I um really like uh the • I am going to pick….to go to • I I I like… I like the flowers. Listening Lang. Organizaon Prosody Example “buly”. flowers. (No pause) Don’t you? (!) flowers”. the store. • I like the, I like the flowers. •Head nodding and •Maze Iden.ficaon •Stress-unstressed •Did you eat may sound •Is it a ques.on or statement? leaning forward •Word Associaons Syllables •Use of reflecve •Mul.syllabic words like “jeet” comments Senior Capstone Project – Communication Disorders – Communication Project Sciences – SUNY Plattsburgh and Capstone Senior.
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